Student perceptions of peer assessment: an interdisciplinary study

被引：75

作者：

Planas Llado, Anna ^{[1
]}

Soley, Lidia Feliu ^{[1
]}

Fraguell Sansbello, Rosa Maria ^{[1
]}

Pujolras, Gerard Arbat ^{[1
]}

Planella, Joan Pujol ^{[1
]}

Roura-Pascual, Nuria ^{[1
]}

Sunol Martinez, Joan Josep ^{[1
]}

Montoro Moreno, Lino ^{[2
]}

机构：

[1] Univ Girona, Girona, Spain

[2] Univ Girona, Dept Mech Engn & Ind Construct, Girona, Spain

来源：

ASSESSMENT & EVALUATION IN HIGHER EDUCATION | 2014年 / 39卷 / 05期

关键词：

assessment; learning; peer assessment; students' perception; FORMATIVE ASSESSMENT; HIGHER-EDUCATION; SELF;

D O I：

10.1080/02602938.2013.860077

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students' perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students' abilities to peer-assess.

引用

页码：592 / 610

页数：19

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